Jyoti Nivas College established in the year 1966, is a minority christian college for women and a grant-in-aid institution affiliated to Bangalore University. The college, located in an area of 10 acres of land in Bangalore city, has all the essential infrastructure facilities including the academic buildings, library, central computer facility, auditorium, sports facility and play grounds, hostel, canteen, bank, health centre and vehicle shed. The college is fully recognised by the UGC under 2f and 12B of UGC Act, 1956.
The college offers 15 undergraduate programmes (7 BA programmes, 6 BSc programmes, B.Com and BBM) and one postgraduate programme (MA English Literature). Besides these courses, the college offers diploma/certificate courses in computer application, outside regular class hours in collaboration with an external agency.
The institution has a faculty strength of 101, including 35 management-funded temporary teachers. There are 53 non-teaching staff, 12 of them technical hands and 41 administrative staff.
A predominantly undergraduate college, the institution has on its roll 1339 undergraduate students and 36 postgraduate students, besides 1182 pre-university course students.
The peer team consisting of Dr. V.N. Rajasekharan Pillai, Vice-Chancellor, Mahatma Gandhi University, Kottayam, Kerala as Chairman, Dr. C. Thangamuthu, Professor and Head, Department of Economics, Bharathidasan University, Tamil Nadu and Mrs.V. Rajani, Head of the English Department, Ch.S.D. St. Theresa’s College for Women, Eluru, Andhra Pradesh, as members, visited the college from February 17 to 19, 1999 for assessing the institution for accreditation. Dr. A. Gnanam, Chairman, NAAC also accompanied the team to the first and the concluding sessions of the visit. Two officials of NAAC Dr. Antony Stella and Mr. Madhukar, B.S. also assisted the team. The team had extensive interaction and discussion with the management, the Principal, faculty members, students, alumnae, parents, non-teaching staff and others concerned. The relevant documents pertaining to various aspects of the functioning/performance of the institution were also examined. The visit to all the components of the college infrastructure was quite extensive. Based on the inputs gained as above, the assessment of the peer team about the functioning of the college is presented below under the various criteria.
The college, being an affiliated institution, (as such, there is no provision for autonomous colleges in the Bangalore University Act) has to operate within the over-all curricular framework prescribed by the university.
The goals of the college are “to provide a balanced comprehensive education in the liberal arts, science and commerce aimed at turning out intellectually enlightened, morally upright, spiritually oriented and socially committed young persons”.
The college fulfils its goals through offering academic programmes with adequate thrust on seminars/project work/quiz, and value education. Due emphasis is laid on various extension and extra-curricular and co-curricular activities. These programmes help largely in the development of the total personality of the student.
Among the other strengths of curricular aspects, the following deserve special mention:
· A fairly wide scope for programme options for the students - BA with seven different course combinations, B.Sc with six different course combinations, of which three are vocational degree courses.
· Provision for career orientation, through extra-inputs such as field exposure, project work, employment counselling and campus recruitment.
· Initiative among faculty members, particularly those offering UGC sponsored vocational courses, in getting the syllabi revised, taking the field applications into consideration.
· Offering extra inputs into the curriculum such as value education and legal literacy.
· Offering certificate/diploma courses in computer applications through linkages with external agencies.
However, the institution needs to pursue its efforts to start more postgraduate programmes. It is appreciable that in certain programmes such as the vocational courses, the informal feedback from the students and representatives from the user agencies is taken into account in the planning and execution of academic activities. This needs to be formalised and a mechanism be evolved for getting feedback for the other programmes as well.
Criterion II: Teaching, Learning and Evaluation
The process of teaching, learning and evaluation is characterised by the following aspects of strength:
· admission based on entrance test/qualifying examinations, particularly in respect of those courses for which there is great demand.
· enriched teaching/learning methodology by regular use of audio-visuals, assignments, project work through field visit, class seminars, and quiz.
· opportunities for advanced learners to do peer-teaching and do project work based on field visit
· accountability of the teaching ensured through teaching plan/work diary maintained by the teachers, teacher’s self-appraisal and student appraisal of teachers also, which is well received by the teachers
· planning and adherence to academic calendar ensuring the teaching days
· conduct of regular and systematic class tests, preparatory/pre-final examinations, though continuous internal assessment is not a university requirement
· maintenance of record of the class level examinations and class attendance and intimating the same to students and parents (through marks/attendance slips) for the benefit of their self-correction and to make the working of the system rigorous
· the general quality of teaching/learning reflected in outstanding or effective performance in the university examinations
· flexibility in the attendance/time-table for the good performers in extra-curricular activities (such as cultural events, sports, and extension programmes) which enable them participate adequately in such activities and bring out their potential.
· teachers lending support, counselling/guidance to students (but still remaining in the background) in organising extra-curricular and co-curricular activities and promoting leadership and organisational skill among students.
Against the above backdrop of many merits, there are one or two weaker spots that need to be removed:
· the teachers may take initiative to acquire additional academic qualifications.
· a centralised media facility may be established to augment the teaching-learning process of the institution
The departments of vocational courses produce audio, video cassettes, different instrument, and travel brochures besides the regular projects.
Criterion III: Research, Consultancy and Extension
Functionally the college emphasises under-graduate teaching. Inputs are evident for the initiation of research. Gradual progression to research is possible only through starting more post-graduate programmes. At present there is only one post-graduate programme in English. Project and dissertation work is there for the BBM course also. Efforts are clearly evident in incorporating research elements in undergraduate programmes, though in a very limited way. Projects are an integral part of the course in communicative English. There is a dissertation component in the existing postgraduate course in English. The fact that the number of teachers with research degrees and projects is not very high is understandable since the college was declared fit to receive assistance under section 12-B of the UGC only in 1994. After this 12 teachers have been recommended for research fellowships under the TFS of the UGC. There are evidences of inclusion of in-built research components in the laboratory assignments and term papers in the science and humanities departments.
The fact that even without any institutionalised formal schemes in action, there are 10 Ph.Ds and 27 M.Phils among the faculty, points to the positive trend in research. This could be very well augmented through involvement in the UGC-TFS. Publications in refereed journals, conference proceedings, participation in workshops and seminars are also evident. All the research-qualified teachers should be encouraged to take up sponsored research projects from national funding agencies like UGC, CSIR, DBT, DST, ICSSR, ICHR etc. Awareness programmes for formulation of research projects which are being offered by various national agencies should be conducted at least once a year. The potential of the premier science, technology and social science institutes in Bangalore should be more effectively tapped for creating awareness among students and inculcating the research culture in the college.
Although consultancy is not practised, there is potential in the departments which offer UGC sponsored vocational courses to offer it. Consultancy can be developed through individual- and facility- or programme-based approaches. The collaboration between a private agency and the computer centre of the college is definitely a linkage which could lead to consultancy.
Extension is a strong and all-pervasive component of all the academic programmes of the college. Community needs and expectations are taken seriously in the planning and implementation of the extension activities of the college. The college has designated personnel for extension work. A vast majority of the teachers are involved in one or other form of extension work. Students appreciate teachers’ guidance and involvement in the extension activities. Health and hygiene awareness, adult education and literacy, blood donation camp, NSS and NCC are some of the active programmes. Slum visits by students, helping in the rural women programmes, social work pertaining to underprivileged groups are commendable activities. The benefits of collaboration with NGOs and GOs obtained through extension programs and projects in such activities are evident. The Principal and the management encourage these activities. The team feels that the institution of a Department of Social Work would help expand them.
Interactions with alumnae and parents were very encouraging. The alumnae occupy leading positions in academia, business and in society. There was positive feedback on the disciplined education and training they have received from the college through the curricular, co-curricular and extension activities. Parents were confident of the future of their wards and they seemed to be happy to support the academic, extra-curricular and extension activities. The peer team appreciates the thrust on the extension activities of the institution.
Criterion IV: Infrastructure and Learning Resources
The college is located in a 10-acre campus in urban Bangalore. The buildings are adequate, well planned and they are with modern amenities. There are excellent facilities for sports and recreation activities. There is space for a gymnasium. The class rooms are spacious, with provisions for OHP use. Audio-visual aids are used for instruction. The buildings and the campus are well maintained and neatly kept. There is a hostel with good facilities to accommodate 150 residents. However, the team feels that being a women college, it should provide for more hostel accommodation. The college can avail itself of UGC’s 75% assistance for construction of ladies’ hostels with 25% matching support from the management. The canteen is too small for the college. There should be double the present space in the dining hall and the furniture is rather inadequate.
The college maintains a good stadium and an auditorium. There is optimal and efficient use of infrastructure.
The college has a central library of about 35000 volumes. Newspapers, 92 common periodicals and popular journals are being subscribed. Maximum utilisation of the library by students and teachers is evident. Students, during our interaction with them, suggested that there should be more systematic service so that they could get more frequent opportunities for borrowing books. Considering the number of students, the number of books should be increased. Computerisation of the library services must be initiated. The Computer centre and the library should be interlinked for this purpose. Some of the departments maintain a text book collection and a few relevant under-graduate periodicals are also being subscribed for by the departments.
The health services offered are satisfactory. The service of a part-time physician is being availed of. Welfare schemes and the grievance redressal mechanism need to be formalised.
Criterion V: Student Support and Progression
The student support and progression is a well covered area in the college. The feedback from former students employed by various agencies is quite satisfactory. Atleast 40% pursue higher studies. Many students secured first classes in the last two years. Student feedback on many of the issues was satisfactory. Some complaints made by students were cross checked with parents and old students and were found to be baseless. The appreciation for faculty support by the present and old students was overwhelming. Alumnae of the college, who were quite nostalgic, have volunteered to organise an association and contribute to the development of the college.
Scholarships are made available to deserving students. Personal and academic counselling is available to students through the Psychology department, an official college counselor and the mentor system. Students who go for projects and field training become potential future employees in the eyes of the prospective employers.
Sports, play ground and recreational services are more than adequate and the distinguished sports winners are recognised with titles and awards. They represent the college in university, state and national events. The adventure club, co-curricular, extra-curricular activities, extension activities and the promotion of leadership amongst the students bring out the best in students. There is a well maintained hostel with 150 students within the campus. A small canteen, a health centre with visiting doctor-cum-counselor, a well-stocked library with newly added extension block, the computer centre and campus recruitment are a few of the support services available to the students of the college.
Student services may be improved by providing a bigger canteen and a gym, by introducing several need based as well as postgraduate courses, by creating a well monitored mentor system and by augmenting facilities in the library and the office.
Criterion VI: Organisation and Management
Everything is managed with ease, given the complexities of the administration. There is an efficient internal co-ordinating and monitoring system with the active participation of faculty members through their membership in various committees. It looks after admission, planning, examination, discipline, and the preparation of the academic calendar, magazine, timetable etc. The man power requirements are effectively met.
There is a governing body at the top, which meets annually once, or more, in cases of emergency. The Principal is given the executive freedom to run the college. The council meetings of the HODs are conducted thrice a year and the general body meets on a regular basis. There has been no instance of the decisions of the selection committee having been challenged. Though decision making is not shared, the functioning is participatory. Faculty and students present matters for consideration to the Principal through their elected representatives. There is an informal grievance redressal mechanism.
The Principal is responsive to the requirements of the departments. The needs of the departments are generally met without much procedural delay. But new technologies in communication like E-mail and fax are yet to be introduced.
There is internal budgeting and auditing. Resource mobilisation is effectively done by the management. Students get sponsorships for major celebrations and inter-collegiate meets from the city industries. The non-teaching staff may be encouraged to undergo orientation-cum-training programmes in modern ways of management including computerisation. The system may be made more responsive to the requirements of the students and the faculty. A mechanism for appraisal of the non-teaching staff is desirable.
VII: Healthy Practices
Each college has its own healthy practices to make itself unique. Jyoti Nivas College is different in more ways than one.
· Their commitment to the specific aim to provide balanced comprehensive education is superb.
· Effective inculcation of leadership qualities among students is another noteworthy aspect. Student office bearers are encouraged to take complete charge of inter-collegiate, cultural, and sports festivals. At the departmental level, academic activities such as seminars, assignments, project studies, which are not part of the course requirements, are regular features. Almost all the departments organise exhibitions.
· The decentralised nature of administrative functioning involves the whole college. The faculty heading different committees and the students organising many of the activities reflect the participatory style of functioning.
· The tie-up with external agencies holds much promise of forging academic leadership in the future.
· As an affiliated college, there are several limitations. The college in general deserves appreciation for its consistent efforts in introducing several innovative practices within the affiliating system.
III. Overall analysis
· the college has been successfully imparting liberal education with a holistic emphasis on the knowledge, skills, attitude, and societal concerns
· a concerted effort of the management, teachers, parents and the society at large is discernible in the gradual upgradation of the facilities and diversification of the academic programmes
· the college has succeeded in enriching and enhancing the knowledge base and skills through introduction of short term socially relevant courses and training programmes
· sincere efforts are being made by the college in providing appropriate teaching-learning experience to the learners
· tests, assignments, term papers, learning projects, enrichment classes, remedial teaching and prompt evaluation of the college tests and examinations which are regularly held are pointers of maintenance of quality
· the fact that the corrected answer scripts of tests and terminal examination are returned to the students and discussed in the class point to the transparency and effective teacher-student interaction in the college
· the socially relevant extension and outreach programmes taken up by the faculty and students are well-appreciated
· the activities of the various clubs, student wings and associations in collaboration with governmental and non-governmental organisations are commendable
· while doing regular teaching work many teachers have taken research degrees, completed minor research schemes, published papers and have presented papers in conferences
· the congenial academic atmosphere, the neatness of the campus, the satisfactory maintenance of buildings and facilities, the overall infrastructure, the concern for nature and aesthetics, all these will create lasting impressions in the young minds
· student support and progression opportunities are satisfactory. Students coming out of the college occupy good positions in academia, industry and society
· the committee system of management appears to be effective and participatory. The financial, man-power and administrative inputs by the management are good. Decentralisation of administration, though not formalised, is effective. Vertical mobility in the case of student progression, by providing postgraduate programmes has to be part of the agenda in the developmental plan for the coming years. Discipline is maintained in the college. The alumnae and parents are all supporting the college authorities in this regard
· the college has impressed the peer team as an institution which has concern for quality, academic excellence, social responsibility and reputation. Consolidating on the strengths, working positively on the weaknesses, seizing the opportunities and watching the trends with a global perspective and local action, the college has the capabilities to realise the celebrated objectives of education; namely learning to know, learning to do, learning to learn, learning to be and to become and learning to live together.
The Peer Team wishes to place on record the following suggestions for the future benefit of the college:
· It is desirable that some of the socially relevant programmes in the departments of social work and home science at least at the diploma or the certificate level may be relevant for the college
· necessary encouragement may be given to teachers for research
· the opportunities for professional development, particularly development of a research base needs to be strengthened
· there is potential for consultancy, particularly in a city like Bangalore where there will be a large number of knowledge-based industries in the future
· a master plan for the college campus has to be thought of at this stage. Canteen infrastructure has to be strengthened
· the team feels that the girls are not very much exposed to the opportunities in fundamental sciences and humanities. This is particularly relevant when we consider that the college is situated in Bangalore where there are world-renowned institutions in fundamental sciences, technology and specialised disciplines
· more awareness programmes about the opportunities and facilities may be given to the students and parents